Absolute Beginners TEACHER S NOTES. by Frances Marnie. Unit 5. Procedure. Before the lesson

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1 Level: Beginners Age: Adults Time: Approx minutes Language objectives: Active: How much is it?, What s his / her name, Numbers 20-30, pound Key skills: speaking, reading, listening, writing Materials: : one copy of the worksheet per student; one set of Picture cards and Question cut-outs per group of students one set of Personal details sheets per pair of students; one map of the world or globe; Blu Tack. Materials from Unit 4: one set of flashcards (APPLE, BANANA, SANDWICH, BISCUIT). Materials from Unit 3: one set of flashcards (TEA, COFFEE, WATER, MILK, HOUSE). Materials from Unit 2: one set of flashcards (TELEPHONE, MAN, WOMAN, BOY, GIRL); one HELLO sign; one GOODBYE sign. Materials from Unit 1: one set of flashcards (PEN, BOOK, TABLE, CHAIR); one REPEAT PLEASE sign; one SPELL PLEASE sign TEACHER S NOTES Notes for an interpreter Part 1 Ask if there were any misunderstandings from Unit 4. Explain that this lesson is mainly focused on revision and consolidation, in order to check that all students are comfortable with the content covered so far. It will be useful for them to inform the student of this. Ask if they can return at the end of the lesson to clarify, if necessary, any language items. If they are not available at the end of the lesson, agree on the best means of communication. Before the lesson Attach the flashcards (with the pictures showing) to a wall that is clearly visible to all the students. Note: For classes of four students or lower, the flashcards can be placed on a table. Put the alphabet (upper & lower case) sheet on the wall for reference. Write the following on the left-hand side of the board: - Hello, how are you? - Fine, thanks, and you? - Very well, thanks. Write the following on the right-hand side of the board: Name: Telephone: Country: Put the number sheet on the wall for reference. Put signs with REPEAT PLEASE / SPELL PLEASE / HELLO / GOODBYE on the walls of the classroom. Bring the printed map of the world from lesson 3 (or bring in a globe or a wall map of the world). Bring the flashcards from the previous lessons. Bring one highlighter pen per student. Print out and cut up price tags on sheet. Print out and cut up questions on sheet. Bring a selection of coins 2 x 1 coins, 1 x 20p coin, 1 x 10p coin, 1 x 5p coin, 1 x 2p coin and 3 x 1p coins Procedure 1. When the students enter, smile and say Hello, how are you? and wait for an appropriate response. If the student says nothing, continue smiling to show that this is an understandable response at this stage. Repeat Hello, how are you? and point to the dialogue on the board. If necessary, model the exchange with a confident student. 2. Say the letter c and point to the flashcard of a chair. Repeat, saying c chair. Now point to the coffee flashcard, saying c coffee. Demonstrate the game of I Spy by saying the letter b. Allow time for the students to look for a picture of something beginning with b. If the students have not understood the game, demonstrate by saying b book and pointing to the book flashcard. Continue until all the words beginning with b (banana, biscuit, boy) have been identified. Repeat the process until all the flashcards have been identified, returning to any that prove difficult. You can encourage the students to lead the game but it is acceptable at this stage if you are the only one to do so. 3. Remove the following flashcards from wall / table: boy, girl, man, woman, table, chair, telephone, house. Attach a price tag to each of the remaining flashcards as follows:

2 TEACHER S NOTES apple 12p banana 16p water 1 tea 1.15 coffee 2 milk 1.05 sandwich 2.20 biscuit 1.18 Put the students into groups of four and give each group a set of coins and a set of the eight cut-up picture cards with price tags. Pointing to the apple on the wall, ask How much is it? Allow time for students to say twelve pence and gesture to them to place the 10p and 2p coins beside their picture card. Next, point to the banana on the wall and ask How much is it? The students should now be able to respond by saying sixteen pence and placing the appropriate amount beside the appropriate picture card. Point to the 1 price tag and hold up a 1 coin, walking around the classroom if necessary so all the students can see it. Say Repeat please one pound. When the students have repeated this, ask How much is it? and wait for the students to respond. Continue to ask How much is it? For all eight items until all the price tags have been used. 4. Say Repeat please how much is it? When all the students are comfortable asking this, point to the apple flashcard and say Repeat please how much is it? When the students respond, say twelve pence. Gesture to a confident student to model this exchange with you with a different flashcard. Then put the students in pairs and gesture to them to practise asking and answering the same question. 5. Hold up the 20p coin, walking around the classroom if necessary, so all the students can see it and ask How much is it? Once the students have correctly identified it as 20 pence, hold up a 20p coin and a 1p coin and repeat the question. Encourage any attempt at an answer it s possible that a student will answer correctly. If not, say Repeat please twenty one pence. Continue to introduce the numbers by either holding up the appropriate coins or arranging an appropriate amount of coins on each table. The students should soon understand how the numbers are formed, so after introducing a few numbers allow time for them to arrange the coins by themselves. Finally, hold up a 20p coin and a 10p coin and say Repeat please thirty. 6. Refer to Exercise 1 on the student worksheet. Gesture to the students to write their names in the space provided. 7. Refer to Exercise 2. Read out the numbers Encourage the students to join in. Using gesture, ask the students to fill in the missing letters. 8. Refer to Exercise 3. Check that the students understand and can read the words. Hold up a worksheet and point to one of the words in the wordsearch, circulating so all the students can see, highlight it on the wordsearch grid and cross out the word in the list. Give each student a highlighter pen and ask them to highlight that word. Repeat the demonstration if necessary. Put the students in pairs and encourage them to find the remaining words. Circulate and give help when needed. Key: F G E M S U H P Q K C L G M T A C M A N H V S B U D B V N I Q S P I S T E A A S Q D M A P D W G S L E O I N N P C A M I M O P Q F K X Q A W D E E E D W E O F B X T U N P F W L H T V T O A I B C Z A M S N I L Y M C V O S Z C Z W D M P J C X A Q X O C E G I R L P R A H H G L W L U C S R X U A P P L E W Z A W I T E L E P H O N E W A R V O T G L R E P L L H O U T I A M X T B A E A E K V Y S E A H A B Q T J Z B I A O C H R R J N H A Q G Q E U B T A B Wordsearches Wordsearches are a fun way of fossilizing new vocabulary. Although the students will have learned all these words in previous lessons, it is helpful to include them all here to consolidate key vocabulary from the first four units. The wordsearch is also reassuring for students who previously did not know any Roman script before starting the course. Capital letters are used, which should be more familiar to the students and enable them to again compare and contrast with the lowercase letter used in the previous exercise. 9. Using the map of the world, point to the students countries of origin and ask them to name them. If the following countries are not included, then point to them and name them: China, Turkey, Australia, Ireland, Scotland, Wales.

3 TEACHER S NOTES 10. Hold up the man flashcard and elicit the questions What s his name? What s his telephone number? and Where does he come from? by pointing to the relevant spaces on the board. Name: Telephone: Country: When all the students are comfortable with these questions, hold up the woman flashcard and elicit the questions What s her name? What s her telephone number? and Where does she come from? 11. Write the name Jane Dow in the relevant space on the board. Ask a confident student What s her name? and Spell please. Write the telephone number in the relevant space and ask What s her telephone number? Finally, write Ireland in the relevant space and ask Where does she come from? Erase the answers from the board and repeat the demonstration using the name Tom Williams, telephone number and country Wales. 12. Put the students in pairs. Give one student a copy of the Student A Personal details sheet and the other group a copy of the Student B Personal details sheet and gesture to them not to show each other their respective sheets. The students should ask their partner for the missing information on their sheets. Demonstrate the first part of the exercise with a confident student. Then encourage the pairs to continue to fill in the remaining gaps on their sheets. Circulate and check that each pair has understood the activity. 13. Put the students in groups of two or three. Give each group a set of the Questions cut-outs. Say What s and gesture to the students to separate the word from the pile. Wait for all the groups to do this and help if necessary. Now say your and wait for the students to place it next to What s. If they don t do this, gesture to them to find the word in the pile, then place it next to What s. Repeat the process until the question reads What s your name? Repeat this process with What s your telephone number? and Where do you come from? Encourage the students to help each other and be ready offer assistance. 14. Refer to Exercise 4. Using gesture, ask the students to write down the unscrambled version of the questions. 15. Refer to Exercise 5. Look at the profiles in detail with the students and ask questions to familiarize them with the information, e.g. What s his name? Where does Sharon come from? What s Li s telephone number? etc. Play Track 1 and listen to the part 1 only (Sharon) and ask Who is it? If the students don t respond, play part 1 again. Repeat the process with the other parts. Then, put the students in pairs and encourage them to ask each other questions about the profiles. Choose a confident student to model this if necessary. Transcript: 1. My name is Sharon and I come from USA. My telephone number is His name s Mark. He comes from England and his telephone number is My name s Charlie. I m from Australia and my phone number s Her name is Karen and she comes from England. Her telephone number is My name s Mehmed. I come from Turkey and my phone number is His name is Li. He comes from China. His phone number is My name s Lee and I m from Wales. My telephone number is Write the name, telephone number and country fields on the board with made up information about yourself. Refer to Exercise 6. The students should fill the gaps with their own information and with the information about yourself. Assist them if needed and encourage the stronger students to help the weaker ones if they finish early. 17. Check that students are familiar with yes and no, asking the students various yes / no questions such as Is your name Susan? Do you come from Scotland? Is his name Tom? (referring to another student) or Is this a biscuit? (holding up a flashcard). 18. Say goodbye and wait for the students to say goodbye to you. If necessary, prompt the response by pointing to the GOODBYE sign on the wall. Notes for an interpreter Part 2 Is there anything that the student didn t understand? If the student is not confident with the Roman script, he / she should continue to practise forming lower-case letters before the next lesson. The student should continue noting down new words in their vocabulary notebook. The student should practise all the language covered as much as possible before next lesson.

4 1 Name: 2 21 twenty one 22 t _ e _ ty two 23 twenty three 24 tw _ y f r 25 twen fi_e 26 ty s 27 twe _ ty _ en 28 t _ ei _ 29 _ e 30 thirty WORKSHEET 3 F G E M S U H P Q K C L G M T A C M A N H V S B U D B V N I Q S P I S T E A A S Q D M A P D W G S L E O I N N P C A M I M O P Q F K X Q A W D E E E D W E O F B X T U N P F W L H T V T O A I B C Z A M S N I L Y M C V O S Z C Z W D M P J C X A Q X O C E G I R L P R A H H G L W L U C S R X U A P P L E W Z A W I T E L E P H O N E W A R V O T G L R E P L L H O U T I A M X T B A E A E K V Y S E A H A B Q T J Z B I A O C H R R J N H A Q G Q E U B T A B BISCUIT BANANA BOY GIRL WOMAN MAN APPLE WATER TEA COFFEE MILK SANDWICH NAME TELEPHONE REPEAT SPELL

5 4 name your What s? number What s telephone your? do from Where you come? 5 Li TELEPHONE: COUNTRY: China Sharon TELEPHONE: COUNTRY: USA Mehmed TELEPHONE: COUNTRY: Turkey WORKSHEET Lee TELEPHONE: COUNTRY: Wales

6 Karen TELEPHONE: COUNTRY: England Mark TELEPHONE: COUNTRY: England Charlie TELEPHONE: COUNTRY: Australia 6 My name s. I from. My number is. My teacher s name is. comes from. telephone is. WORKSHEET Goodbye

7 apple 12p banana 16p # water 1 tea 1.15 coffee 2 milk 1.05 PICTURE CARDS sandwich 2.20 biscuit 1.18

8 12p 16p # PRICE TAGS

9 STUDENT A 1. TELEPHONE: COUNTRY: 2. Anna King TELEPHONE: COUNTRY: Scotland 3. TELEPHONE: COUNTRY: 4. PERSONAL DETAILS Mei Chan TELEPHONE: COUNTRY: China

10 STUDENT B 1. Ali Safar TELEPHONE: COUNTRY: India 2. TELEPHONE: COUNTRY: 3. Max Wilson TELEPHONE: COUNTRY: England 4. PERSONAL DETAILS TELEPHONE: COUNTRY:

11 What s your # name? What s your telephone number? Where do you QUESTIONS come from?